Motivation and well-being

Understanding what leads to motivating beliefs

Self-efficacy (‘I can’), self-esteem (‘I appreciate myself’), self-compassion (‘I accept myself’) and many other self-related and task-related beliefs (e.g., ‘I can improve’, ‘success depends on personal efforts’, ‘the task is worthwhile’) favor or hamper intrinsic motivation and well-being (e.g., Dweck, 2017).

Thus, it is crucial to know more about (a) the factors leading to motivated beliefs and (b) the effects of those beliefs on performance.

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Developing effective practices to foster motivation and well-being

Following the Self-Determination Theory (SDT: Ryan & Deci, 2017) people are motivated the more they experience satisfaction of the three basic psychological needs of relatedness (feeling connected, experiencing warmth relationships), competence (perceiving to be able and successful in performing tasks) and autonomy (choosing the activities, the course of action and the rationale for doing).

The social environment plays a central role in favoring need satisfaction through adoption of motivating styles. Hence, it is of paramount importance (a) understanding what lead teachers and parents to be more or less motivating, (b) devising effective practices through which people can increase motivation and well-being.

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Other research lines

  • Increasing wellbeing and adaptive self-perceptions: Implementation of practices to rise well-being and motivation

  • Favoring need satisfaction and adoption of supportive practices in teachers and parents: Research on the factors leading teachers and parents to adopt need supportive or need thwarting behaviours